
Contents
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Key Points Key Points
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Introduction Introduction
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Imagining the Self and Other Imagining the Self and Other
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Pretend Play Pretend Play
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Role-Play Role-Play
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Making the Distinction Between Pretend and Real Making the Distinction Between Pretend and Real
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The Simulation of Emotional Experiences The Simulation of Emotional Experiences
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Summary Summary
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Narrative Narrative
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Variability in Context Variability in Context
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The Creation and Development of Characters The Creation and Development of Characters
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Distinguishing Fictional and Real-Life Information in the Comprehension of Narratives Distinguishing Fictional and Real-Life Information in the Comprehension of Narratives
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Categorizing Stories/Story Events Categorizing Stories/Story Events
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Learning from Testimony Learning from Testimony
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When Fantasy Is Used to Teach Reality When Fantasy Is Used to Teach Reality
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When Fantasy Is Treated like Reality: Cultural Myths When Fantasy Is Treated like Reality: Cultural Myths
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Summary Summary
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Mental Time Travel Mental Time Travel
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Developing a Concept of Time Developing a Concept of Time
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The Counterfactual Past: Generating Alternatives to What One Actually Experienced The Counterfactual Past: Generating Alternatives to What One Actually Experienced
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The Hypothetical Future: Generating Possibilities for What Might Happen The Hypothetical Future: Generating Possibilities for What Might Happen
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The Development of an Awareness of Mental Time Travel The Development of an Awareness of Mental Time Travel
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Summary Summary
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Creativity Creativity
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Development of Creativity Development of Creativity
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Divergent Thinking: The Unusual Uses Task Divergent Thinking: The Unusual Uses Task
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Divergent Thinking: Social Creativity Divergent Thinking: Social Creativity
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Summary Summary
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Imagination in Children with Autism Spectrum Disorders Imagination in Children with Autism Spectrum Disorders
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Pretend Play Pretend Play
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Drawing Drawing
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Divergent Thinking Divergent Thinking
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Case Studies and First-Hand Accounts Case Studies and First-Hand Accounts
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Summary Summary
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Some Conclusions and Future Directions Some Conclusions and Future Directions
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Under What Conditions Do Children Transfer Information from Imagined Fictional Scenarios to Real Life? Under What Conditions Do Children Transfer Information from Imagined Fictional Scenarios to Real Life?
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What Is the Relation Between Inhibitory Control and Creative Behavior? What Is the Relation Between Inhibitory Control and Creative Behavior?
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What Are the Influences of Environmental Contexts on the Development of Children’s Imagination? What Are the Influences of Environmental Contexts on the Development of Children’s Imagination?
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How Does Anthropomorphism Develop and How Are Individual Differences in Children’s Tendency to Anthropomorphize Related to the Development of Imagination? How Does Anthropomorphism Develop and How Are Individual Differences in Children’s Tendency to Anthropomorphize Related to the Development of Imagination?
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What Are the Neural Correlates of Imagination? What Are the Neural Correlates of Imagination?
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Questions for Future Research Questions for Future Research
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Acknowledgments Acknowledgments
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Notes Notes
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References References
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28 Imagination
Get accessMarjorie Taylor, Department of Psychology, University of Oregon
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Published:16 December 2013
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Abstract
Imagination refers to the capacity to mentally transcend time, place, and/or circumstance to think about what might have been, plan and anticipate the future, create fictional worlds, and consider remote and close alternatives to actual experiences. This multifaceted capacity emerges early in life and develops substantially during the preschool years. The first section of this chapter reviews the development of social imagination in pretend play, narrative, and mental time travel, suggesting that the simulation of imagined social scenarios involving self and/or others in all three domains contributes to the development of real-world social understanding. The final sections of the chapter discuss the relation between imagination and creativity, compare imagination in typically developing children and children on the autism spectrum, and suggest directions for future research.
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